This guide is based on the Challenge Based Learning process because open-ended prompts allow students to not only make a film, but define an issue they want to address using their film. If you use Challenge Based Learning as a framework, you set your students up to learn about 360° video production AND whatever Big Idea and Challenge they define.
However, you may need to restrict or otherwise modify the scope of the project in your context. For example, consider:
Your time and curriculum may not accommodate a fully open-ended project where students decide on the Big Idea and Challenge. However, it’s possible to design more targeted challenge prompts that are still open ended, but fit into various subject areas. The trick is to focus the challenge without giving away students’ agency to develop their own pathway to a solution.
When you work with students on a Challenge, you might restrict them to using 360° video, but it could be powerful to offer it as one way among many to show what they know. According to the principles of Universal Design for Learning, all learners have different ways of performing tasks and expressing knowledge (the “how” of learning), and getting engaged and staying motivated (the “why” of learning). By allowing students to use 360° video (among other methods) as a way to communicate what they know and find meaning in their learning, you are taking a step towards supporting all learners as individuals.
There are many ways to flex up and down the time required for the 360° production process. Working on a full, edited, polished 360° film can take students weeks as a capstone project, but a short, simple piece of media can be produced in an afternoon or a couple days. Check out the practice activity “Make a 360° Photo Essay or Mini Film” for an example of a shorter term application. Consider helping students engage deeply with investigating the Challenge topic and developing a story idea, but make the end product a photo essay or mini film instead of a highly produced film.